3 What Does This Quote Make You Think About With Regards Student Behavior?“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.” Haim G. Ginott

4 If a child doesn’t know how to read…we teachIf a child doesn’t know how to swimIf a child doesn’t know how to tie his shoesIf a child doesn’t know how to multiplyIf a child doesn’t know how to behave... we?

5 Most Common Responses to Disciplinary Issues…RemovalIncreased supervision and monitoringExclusionCounselingSuspensionReferralsPlacement…

7 ABC's of Behavior If You Can Predict it…You Can Prevent it!Antecedent: what was going on just before the behavior, what is the trigger?Behavior: what happened?Consequence: what happens as a result of the behavior?Teach kids to self monitor, i.e. breathe, drink water, walk no talk

8 Teach Replacement BehaviorsSignal to teacher when overwhelmed​Use words when upset​Keep hands to yourself (Keep hands away from other children when upset)​Learn to go to a quiet area independently when needing to calm down​Go to an adult to ask for help when transitions or peer negotiations are difficultExample: Getting Upset

9 Deep Breathing TechniquesWhen upset, take five deep breathsMove away from the problemDraw a picture of what I needTell someone abut the picture.

10 Break CornerUse visuals to supports students in self-monitoring behavior,Teach students to recognize when they need a breakDesignate an area to be used as a Break Corner (I named mine , ‘The Cozy Corner”Visual Directions present options: “I can…sit in a bean bag, squeeze a toy, listen to music, read a book, take deep breathsOffer Guidelines as to how long & how often a student can use the Break corner

11 Classroom Behavioral SupportsDisplay Class Schedule & Reference FrequentlyOrganize to Minimize Distraction and Maximize EfficiencyUtilize Visual Aids and Concrete Examples to Supplement Verbal DirectionsProvide Opportunities for Students to Make Choices Throughout the Day

14 Turn it Around- If a child is continually engaging in unexpected behavior, or having difficulty following directives, he/she can be encouraged with this term, such as, “I know you can turn it around” or ‘Never too late to…”Turn It Around!

17 Teaching Routines 3=33If you invest three weeks in teaching students the necessary routines, you will get 33 weeks of teaching!The best way to teach routines is through the use of visual cues. They can also promote on task behavior, help in overcoming difficulty with transitions, time management, & working independentlyVisual schedules can be an effective means of promoting consistency and communicating activitiesVisuals can be used in teaching expected behavior such as packing and unpacking, moving from one activity to another

19 Visual rubric for whole body listeningGive Me 5Visual rubric for whole body listeningEyes on the SpeakerEars listeningMouth quietHands downBody calmThis is taught to the children and they are reminded, in various ways, during times when they need to “give 5”. Children are taught that they can listen with their “whole bodies”, not just their ears. Posted in every class.

24 COMMON LANGUAGE5-Point Scale: Voice Scale is a visual rubric for voice volume; used in the classrooms to help children regulate their voice according to the context“Give Me Five” encourages children to “listen with their whole body”: eyes on the speaker, ears listening, mouth quiet, hands down, and body calm. Implementation: “I like the way so-and-so is giving me five/listening with their whole body”.Turn it Around If a child is continually engaging in unexpected behavior, or having difficulty following directives, he/she can be encouraged with this term, such as, “I know you can turn it around” or ‘Never too late to…”

25 COMMON LANGUAGEBody Bubble This term is used to define “personal space”. Children are instructed to “stay in their own body bubble” (keeping body, hands, feet to self) Can monitor through outstretched arms. Big Problem/Little Problem When a child seems to be “getting stuck” on a “little problem”, they can be prompted by saying, “Is that a big problem, or a little problem?”, or “That may feel like a #5, but it’s really a #1 problem” We vs. Me This is used to differentiate between group & independent work Reminds kids to reflect on activities and promote working in groups

26 Body BubbleBody Bubble- This term is used to define “personal space”. Children are instructed to “stay in their own body bubble” (keeping body, hands, feet to self) Can monitor through outstretched arms.

27 A Community of Resources Building an Inclusive CommunityOccupational Therapist: Executive FunctionSpeech Therapists: Language strategies for all studentsSocial Workers: Counsel to parents, staff and principalParent Coordinator: Bridging the gap with families

28 Next Steps What will you try with students who misbehave?Challenge: Choose one strategy to try with a student who will be your case study. Collect data. Be consistent for 2 weeks.How might you work with teachers on the grade to strengthen this practice?How will you assess its’ effectiveness?What support will you need to be effective?